Interdisciplinarity Between Mathematics and Physics: Solving Strategies for Simple Proportionality Problems

Abstract

This article analyses the strategies used by 3rd year ESO and 1st year Bachelor students to solve simple proportionality problems in mathematics and physics classes, with the aim of understanding how the teaching traditions of each discipline influence students’ responses. The results show that students in the 3rd year of ESO use a greater variety of strategies, while those in the 1st year of Bachelor have a higher success rate. It is also observed that the strategies used in Physics are different from those used in Mathematics, regardless of the year. These findings highlight the importance of interdisciplinary teaching that promotes a deeper understanding of simple proportionality, adapting teaching strategies to the characteristics and needs of students at each educational level.